Volume 42, Number 2
Open the entire issueEditors’ Column
DOI: 10.37514/JBW-J.2023.42.2.01
Ungrading the Composition Classroom: Affect, Metacognition, and Qualitative Learning, Austin Bailey and Caroline Wilkinson
DOI: 10.37514/JBW-J.2023.42.2.02
Terms and Conditions: Working with (and in Spite of) Our Multilingual Student Frameworks, Charissa Che
DOI: 10.37514/JBW-J.2023.42.2.03
Explicit Language Instruction: Developing Writers’ Metalinguistic Awareness to Facilitate Transfer, Tom Slagle
DOI: 10.37514/JBW-J.2023.42.2.04
Promising but Struggling Multilinguals: A One-on-One Intervention for Getting on Track in First-Year Composition, Misun Dokko
DOI: 10.37514/JBW-J.2023.42.2.05
About this Issue
The Journal of Basic Writing publishes articles of theory, research, and teaching practices related to basic writing. Articles are refereed by members of the Editorial Board and the Editors.
Editorial Staff
Editors: Hope Parisi and Cheryl C. Smith
Associate Editors: Lisa Blankenship and Dominique Zino
Consulting Editors: Rebecca Mlynarczyk and Bonne August
Production Editor: Seth Graves
Editorial Board
Information
The Journal of Basic Writing is published twice a year, in the spring and fall, with support from the City University of New York, Office of Academic Affairs. ISSN 0147-1635
Cover and logo design by Kimon Frank
Copyright © 2023 by the Journal of Basic Writing.